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[Faits et chiffres] Rapport mondial des Nations Unies sur la mise en valeur des ressources en eau 2020: l'eau et les changements climatiques, faits et chiffres Year of publication: 2020 Author: Engin Koncagül | Michael Tran | Richard Connor Corporate author: UNESCO World Water Assessment Programme (WWAP) Depuis le milieu du 20e siècle, on a observé des changements dans l’intensité et la fréquence des phénomènes météorologiques et climatiques extrêmes, notamment une diminution des extrêmes de température froide et une augmentation des extrêmes de température chaude, des niveaux de mer extrêmement élevés et du nombre de fortes précipitations dans un certain nombre de régions (Min et al., 2011).Les projections climatiques indiquent avec une grande confiance que les précipitations extrêmes deviendront plus intenses et plus fréquentes dans de nombreuses régions, mais aussi que les vagues de chaleur seront plus fréquentes et dureront plus longtemps. Les premières augmenteront le risque d’inondation au niveau mondiale (Hirabayashi et al., 2013), tandis que les dernières devraient rendre les sécheresses plus intenses (Trenberth et al., 2014). Ces risques sont répartis géographiquement de façon inégale et ils sont généralement plus importants pour les personnes et les communautés vulnérables dans les pays à tous les niveaux de développement (GIEC, 2014a). Figure 1. Préèements d’eau dans le monde au cours du 20e sièleFigure 2. Tendances des scéarios de changement climatique en matièe de disponibilitéde l’eauFigure 3. Stress hydrique annuel de référenceFigure 4. VariabilitésaisonnièeFigure 5. Catastrophes naturelles mondiales liées au climat, par risque et par nombre d’événements pertinents,1980–2018Figure 6. Réartition spatiale des catastrophes liés àl’eau (séheresses, inondations, glissements de terrain et tempêes) 2001–2018Figure 7. Répartition spatiale des inondations, 2001–2018Figure 8. Répartition spatiale de sécheresses, 2001–2018Figure 9. Consommation d’électricité dans le secteur de l’eau, par procédé, 2014–2040Figure 10. Nombre de personnes en situation de stress hydrique selon le scénario de référence 
The Climate Dictionary: Speak Climate Fluently Year of publication: 2023 Corporate author: United Nations Development Programme (UNDP) The Climate Dictionary is a guide to understanding climate change. It aims to bridge the gap between complex scientific jargon and the general public, making climate concepts accessible and understandable to people of different backgrounds and levels of expertise. It is based on the belief that empowering people with knowledge is crucial to fostering collective action and responsibility in the face of climate change. Using a creative combination of engaging images, concise explanations and engaging storytelling, The Climate Dictionary effectively communicates complex climate concepts in a visual and easy-to-consume way. El diccionario climático: Una guía práctica para el cambio climático Year of publication: 2023 Corporate author: United Nations Development Programme (UNDP) El Diccionario Climático es una guía para entender el cambio climático. El objetivo de la misma es tender un puente entre la compleja jerga científica y el público en general, haciendo que los conceptos sobre el clima sean accesibles y comprensibles para personas de distintos orígenes y niveles de especialización. Se basa en la creencia de que dotar a la gente de conocimientos es crucial para fomentar la acción y la responsabilidad colectiva frente al cambio climático. Utilizando una combinación creativa de imágenes atractivas, explicaciones concisas y una narración interesante, El Diccionario Climático comunica con eficacia conceptos complejos sobre el clima de una manera visual y fácil de consumir. 
In the Age of Lifelong Education, a Study on the Meaning of Teachers: Focused on the Plato’s Thought (The Journal of Korean Teacher Education; Vol. 36, No. 3) Year of publication: 2019 Author: 허지숙 Corporate author: 한국교원교육학회 The purpose of this study is to explore the essential meaning and role of teachers through Plato's educational thought. For this purpose, based on the four principles of UNESCO Lifelong Education, we examine how changes in and out of school and the role of teachers are required. Then, after reviewing Sophist, Socrates, Plato's Philosopher, and the metaphors of Cave from Plato's point of view, it reveals what meaning and value of the teacher image presented by Plato in today's lifelong education.Research shows that the role of teachers in the age of lifelong education is becoming more and more important, but this does not mean simply changing roles as guides and advisors. the changed face of the teacher is an ethical trainer to enrich their lives from a knowledge transferer, a collaborative learner through conversations and discussions outside the teacher-student relationship, a practitioner of inclusive teaching among learning alienation, learning inequality, a teacher as a lifelong learner who loves wisdom. This suggests implications for teachers 'new possibilities and meanings beyond the existing teacher' s role in the fall of the ruling right and the right of learning. 평생교육시대, 교사의 의미 탐색: 플라톤의 교육사상을 중심으로 (한국교원교육연구 제36권 제3호) Year of publication: 2019 Author: JiSuk Huh Corporate author: Korean Society for the Study of Teacher Education 본 연구는 평생교육시대의 변화에 부합하는 교사의 모습에 대한 재탐색이 필요하다는 문제의식 하에, 플라톤의 교육사상을 중심으로 교사의 본질적 의미와 역할에 대해 탐구하는데 목적이 있다. 이를 위해 먼저 UNESCO 평생교육의 네 가지 원리를 근거로 학교의 안팎의 변화와 교사의 역할이 어떻게 요구되고 있는지를 고찰하였다. 다음으로 플라톤의 관점에서 바라본 소피스트, 소크라테스, 플라톤의 철인, 동굴의 비유에 대해 살펴본 후, 플라톤이 제시한 교사상이 오늘날 평생교육시대에서 어떤 의미와 가치가 있는지 밝히고, 그 속에 내포된 교사로서의 역할과 의미를 구체적으로 탐색하였다.연구결과, 평생교육시대의 교사의 역할은 점점 더 중요해지고 있으나 이는 단순히 안내자, 조언자로서의 단순한 역할 변화를 의미하는 것이 아니다. 평생교육시대 교사의 변화된 모습은 지식전달자로부터 삶을 풍성하게 살아가기 위한 윤리적 훈련가로, 교사-학생의 관계에서 벗어나 대화와 토론을 통한 공동의 학습자로, 학습소외, 학습 불평등 가운데 포용적 교수의 실천가로, 열망을 가지고 끊임없이 배우는 생성적 존재로 모색된다. 이를 통해 오늘날 추락하는 교권과 학습권의 자리다툼 가운데 기존 교사의 역할을 넘어 교사가 지닌 새로운 가능성과 의미에 대해 시사점을 제안하였다. 
Teaching Students How to Learn: Setting the Stage for Lifelong Learning (Educational Practices Series No. 33) Year of publication: 2021 Author: Stella Vosniadou | Michael J. Lawson | Helen Stephenson | Erin Bodner Corporate author: UNESCO International Bureau of Education (IBE) | International Academy of Education In this Teaching How to Learn booklet, teachers can find information about some of the cognitive, metacognitive, emotional, and motivational capabilities that characterise self-regulated learners, and some of the actions that teachers can take to promote self-regulated learning in their students. These include giving students time to engage in constructive tasks independently or in collaboration with their peers and providing them with the knowledge and strategies that they can use to manage their learning and control their motivation and emotions while they complete these tasks successfully. 
The Role of Digital Citizenship in the Use of Technology and Reducing the Risks Resulting from it (Alustath Journal for Human and Social Sciences; vol.59, no.3) Year of publication: 2020 Author: Amal Mohammed Abdullah Albado Corporate author: University of Baghdad. College of Education Ibn Rushd The current study aims to know the role of digital citizenship in the use of technology and reducing the risks resulting from it. The researcher uses the descriptive analytical approach and makes a questionnaire to know if there is a role for the digital citizenship in the use of technology and reducing the dangers caused by it. The study sample consists of (102) employees in the Ministry of Education Marka Brigade (the fourth Amman qasaba). The questionnaire consists of two main axes: the first axis, which is defined as the concept of digital citizenship, the second axis is the role of digital citizenship in the use of technology and reducing the dangers of technology. The results of the study show that the awareness of the sample of the study of the concept of digital citizenship is on a high level, on average that equals (3.887) of the Likert quinary scale and the standard deviation is equal to (0.97). The results also show a strong role for citizens in reducing the dangers caused by technology where the arithmetic mean equals (4.2) and the standard deviation was (0.94). دور المواطنة الرقمية في استخدام التكنولوجيا والتقليل من الاخطار الناجمة عنها (الاستاذ للعلوم الانسانية والاجتماعية; no.3, vol.59) Year of publication: 2020 Author: Amal Mohammed Abdullah Albado Corporate author: University of Baghdad. College of Education Ibn Rushd هدفت الدراسة الحالية الى معرفة دور المواطنة الرقمية في استخدام التكنولوجيا والتقليل من الاخطار الناجمة عنها، فقد استخدمت الباحثة المنهج الوصفي التحليلي، واستبانة لمعرفة هل هناك دور للمواطنة الرقمية في استخدام التكنولوجيا والتقليل من الاخطار الناجمة عنها، وتكونت عينة الدراسة من (102) موظف في وزارة التربية والتعليم لواء ماركا (قصبة عمان الرابعة). تكونت الاستبانة من محورين رئيسين، المحور الاول المعرفة بمفهوم المواطنة الرقمية، المحور الثاني دور المواطنة الرقمية في استخدام التكنولوجيا والتقليل من أخطار التكنولوجيا. ودلت نتائج الدراسة على أن معرفة عينة الدراسة لمفهوم المواطنة الرقمية بدرجة مرتفعة ؛ فقد كان الوسط الحسابي يساوي (3.887) على مقياس ليكرت الخماسي والانحراف المعياري يساوي(0.97). ودلت النتائج على أن وجود دور قوي للمواطنة في التقليل من الاخطار الناجمة عن التكنولوجيا ؛ فقد كان الوسط الحسابي يساوي (4.2) والانحراف المعياري يساوي (0.94). 
Green and Digital Skills for Hospitality and Tourism: From Industry Trends to Competencies within TVET Year of publication: 2024 Author: Franziska Wettstein Corporate author: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) Unlocking the potential of technical and vocational education and training (TVET) is instrumental for a more digital and sustainable hospitality and tourism sector. The hospitality and tourism sector is a cornerstone for the global economy, yet its substantial environmental footprint necessitates urgent innovation. Embracing the use of cuttingedge technology, such as AI-driven customer management and smart analysis of energy consumption, can help mitigate these impacts and foster green, sustainable solutions. As digitalization and sustainability redefine the industry, traditional job roles are undergoing continuous transformation, impacting the day-to-day tasks and activities of workers. The integration of emerging green and digital competencies into TVET is crucial for steering this transformation. By equipping workers with relevant qualifications and competencies, TVET holds the key to a greener and digitally driven sector. This publication proposes approaches to facilitate the dual transition in hospitality and tourism, structured around the identification of emerging green and digital competencies in a timely manner, their integration into future-oriented curricula, and their effective implementation in TVET. Drawing on practical examples from Africa, Asia-Pacific and Europe, it offers actionable recommendations for policymakers and practitioners. TVET stakeholders from across the globe are invited to embrace innovation and engage in the transfer of knowledge and good practices to unlock the sector’s potential for a green and digitally just transformation. 
I Don’t Want… War! Year of publication: 2024 Corporate author: Amnesty International | Entreculturas | Mundo Cooperante | Save the Children On the occasion of the International Day of the Girl Child, which is commemorated on October 11, the organizations Amnesty International, Entreculturas, Mundo Cooperante and Save the Children, under the framework of the joint alliance NO QUIERO, denounce the serious consequences that armed conflicts have on girls and their integral development. Today, more than ever, it is urgent to address the effects of wars that prevent millions of girls from living a future free of violence, such as child and forced marriage or sexual violence.